Transcript Vocabulary for LCs Part 1 - Curry School of Education

Vocabulary:
Defining Best Practice in
Reading First Schools
Part 1
Georgia Reading First
Today’s Goals



Learn about how children acquire
word meanings
Examine research findings on
vocabulary instruction
Learn about vocabulary instruction
during read-alouds
What are some ways elementaryschool children learn new vocabulary?
What are some ways your teachers
typically teach new vocabulary?
What is vocabulary?
Modality
Domain
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Speaking vocabulary
Listening vocabulary
Reading vocabulary
Writing vocabulary
General vocabulary
Technical vocabulary
Meaning vocabulary
50K
45,000
40K
30K
17,000
20K
10K
0
5,000
1,500
K
12
“Vocabulary levels diverge
greatly during the primary
years, and virtually nothing
effective is done about this
in schools.” (p. 29)
Andy
Biemiller
Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann &
E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 2840). New York: Guilford.
Oral vocabulary at the end of first
grade is a significant predictor of
comprehension ten years later.
Cunningham, A.E., & Stanovich, K.E. (1997). Early reading
acquisition and its relation to experience and ability 10
years later. Developmental Psychology, 33, 934-945.
Four Obstacles to Acquiring a
Large Vocabulary
1. The number of words in English is very
large.
2. Academic English differs from the kind
of English used at home.
3. Word knowledge involves far more than
learning definitions.
4. Sources of information about words are
often hard to use or unhelpful.
– Stahl & Nagy (2005)
How do we learn words
from experiences?
gavagai
An aborigine points to a running rabbit
and says “Gavagai.” Can you infer the
word’s meaning?
Each encounter with a word helps
a child narrow its meaning. For
example, if he next hears the word
gavagai used to refer to a sitting
rabbit, the child will infer that
running is not connected with the
meaning.
Young children learn word meanings
from one-on-one interactions with
parents and siblings. These
interactions may be rich or poor.
Consider two examples based on
Hart and Risley’s (1995) comparison
of families of different socioeconomic
levels.
Yeah.
Do I have to
eat these?
“Motherese”
Yes, because
they have
vitamins that
will help you
grow and get
stronger.
Do I have to
eat these?
Echo student talk, using
richer vocabulary.
I wrote this.
Wonderful. I hope
you told me exactly
what you saw on
your trip to the zoo.
What are some strategies we
can use to increase children’s
access to rich oral language
during school?
What does it mean
to know a word?
A Continuum of Word Knowledge
No knowledge
A vague sense of the meaning
Narrow knowledge with aid of context
Good knowledge but shaky recall
Rich, decontextualized knowledge,
connected to other word meanings
A Continuum of Word Knowledge
No knowledge
A vague sense of the meaning
Narrow knowledge with aid of context
Good knowledge but shaky recall
Rich, decontextualized knowledge,
connected to other word meanings
The Reading System (Adams)
Context
Processor
Lexicon
Meaning
Processor
Orthographic
Processor
Reading
Writing
Phonological
Processor
Speech
lexicon
That part of long-term memory
devoted to word knowledge
How is a word stored
in the lexicon?
cat
cat
c-a-t
/kat/
“meow”
4 legs
pet
cat
c-a-t
/kat/
animal
“meow”
cat
4 legs
c-a-t
/kat/
pet
lion
animal
mammal
“meow”
cat
4 legs
c-a-t
/kat/
pet
lion
animal
mammal
“meow”
cat
4 legs
c-a-t
/kat/
pet
lion
animal
mammal
“meow”
dog
cat
4 legs
c-a-t
/kat/
pet
lion
animal
mammal
“meow”
dog
cat
4 legs
c-a-t
/kat/
pet
lion
animal
mammal
“meow”
dog
cat
4 legs
c-a-t
/kat/
pet
lion
Dual Coding Theory
Two systems are involved in learning words.
One contains verbal information, the other nonverbal (images). When we learn a word, realworld images that we associate with the concept
are also stored. Accessing a word in the lexicon
therefore involves both the verbal system and
non-verbal (imagery) system.
~ Moral ~
When teaching new words, use pictures and
other images where possible.
animal
mammal
“meow”
dog
cat
4 legs
c-a-t
/kat/
pet
lion
The Nonverbal
(Imagery) System
New meanings and even new
pronunciations of a word may be
added to a child’s lexicon over time.
próduce
prodúce
produce
Raw veggies
to make
lean
To rest
one
object
against
another
K
1
2
3
4
To rely on
another
person
for
support
5
6
7
8 •••
Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann &
E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 2840). New York: Guilford.
Is wide reading enough?
Why Wide Reading
Is Enough
Vocabulary size and
the amount a child
reads are correlated.
Direct instruction
cannot possibly
account for the number
of word meanings
children acquire.
Why Wide Reading
Is Not Enough
Context is generally
unreliable as a means
of inferring word
meanings.
Most words occur too
infrequently to provide
the number of
exposures needed to
learn them.
Marzano, R.J. (2004). The developing vision of vocabulary instruction. In J.F.
Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to
practice (pp. 100-117). New York: Guilford.
“There is no obvious reason why
direct vocabulary instruction and
wide reading cannot work in
tandem.”
– Marzano (2004, p. 112)
The Vocabulary Catch-22
Children need to learn more words to
read well, but they need to read well to
learn more words.
McKenna, M.C. (2004). Teaching vocabulary to struggling older readers.
Perspectives, 30(1), 13-16.
Perhaps one of the most important
reasons why teachers need to pay
attention to vocabulary is that
vocabulary knowledge is cumulative.
The more words you know, the easier
it is to learn yet more words.
– Stahl & Nagy (2005)
What about context
clues?
Four Types of Contexts
1. Directive (provides powerful clues)
“Sue was talkative but Bill was taciturn.”
2. General (helps categorize a word)
“She’d had measles, mumps, and varicella.”
3. Nondirective (offers very little help)
“The dress was taupe.”
4. Misdirective (can be misleading)
“He was huge, muscular, and adroit.”
– Beck & McKeown (2004)
Teaching Students about Context
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Remind them that context does
not always provide strong clues.
Remember that many students
may have difficulty making
inferences about words from
context.
Model the process when possible.
– Beck & McKeown (2004)
Some Types of Semantic Clues
Definition
Antonym
Synonym
Example
General
The vole, a small rodent, has a short tail.
Sue was adroit but Bill was clumsy.
The soup was hot – scalding, in fact.
Periwinkle was her favorite color.
The room was disheveled. Clothes and dirty
dishes were everywhere. Chairs were
overturned, and trash littered the floor.
Series
Would you like cake, peach pie, or a flan?
Mood
The day was dull and dark. Clouds hung low
and a feeling of melancholy was everywhere.
Experience A pair of crows cawed raucously.
Expression He was as famished as a bear.
Edwards, E.C., Font, G., Baumann, J.F., & Boland, E. (2004). Unlocking word
meanings: Strategies and guidelines for teaching morphemic and contextual
analysis. In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction:
Research to practice (pp. 159-176). New York: Guilford.
How do I know which
words to teach?
Two characteristics that make a word
inappropriate for teaching:
1. We can’t define it in terms that the
students know.
2. The students are not likely to find the
word useful or interesting.
– Beck & McKeown (2004)
Beck and McKeown’s Three Tiers
Tier 3
Tier 2
Tier 1
• Rare words
• 73,500 word families K-12
• Often content-area related
• Examples: isotope, estuary
• Important to academic success
• 7,000 word families
• Not limited to one content area
• Examples: fortunate, ridiculous
• The most familiar words
• 8,000 word families
• Known by average 3rd grader
• Examples: happy, go
Beck and McKeown’s Three Tiers
• Rare words
• 73,500 word families K-12
• Often content-area related
• Examples: isotope, estuary
Tier 2
• Important to academic success
• 7,000 word families
• Not limited to one content area
• Examples: fortunate, ridiculous
Tier 1
• The most familiar words
• 8,000 word families
• Known by average
“Goldilocks”
Words 3rd grader
• Examples:
happy,
go2004
– Stahl
& Stahl,
Tier 3
How intensive should
vocabulary instruction be?
Three Types of Words
To Teach
Graves, M.F. (1986). Vocabulary learning and instruction, In
E.Z.Rothkopf (Ed.), Review of research in education
(Vol. 13, pp. 49-91). Washington: AREA.
1. Words already in the student’s oral
vocabulary, which he or she needs to
learn to recognize in print.
These are words that a child needs to learn to
decode or recognize by sight. (Stahl & Nagy,
2005)
2. Words not in the student’s oral
vocabulary, but which are labels for
concepts already familiar to the student.
The student may need to learn that apologize
means to say one is sorry, or that elaborate means
pretty much the same as complicated. These
words may represent different shades of meaning
from their synonym, but knowledge of the more
frequent synonym will usually get a reader through
a text containing that word. The different shades
will be learned through continued exposure. Less
intensive instruction may suffice. (Stahl & Nagy, 2005)
3. Words not in the student’s oral
vocabulary that refer to concepts new
to the student.
For example, the student may not know the word
osmosis, or feudalism, or exponential. In such a
case, it is not simply a matter of not knowing the
word: The student is likely to be totally unfamiliar
with the concept. In this case, a definition or other
brief explanation is unlikely to help. Rather, a
teacher would need to spend a great deal of time
examining such concepts. (Stahl & Nagy, 2005)
Known Concepts not Yet
Associated with New Words
Words in Oral
Vocabulary
W3
W2
W1
Known Concepts not Yet
Associated with New Words
Words in Oral
Vocabulary
W3
W2
W1
Known Concepts not Yet
Associated with New Words
Words in Oral
Vocabulary
W3
W2
W1
Known Concepts not Yet
Associated with New Words
Words in Oral
Vocabulary
W3
W2
W1
What are some of the
guiding principles of
teaching vocabulary?
Guiding Principle
Preteach key words to
improve comprehension.
In 1367, Marain and the settlements
ended a seven-year war with the
Langurians and Pitoks. As a result of this
war, Languria was driven out of East
Bacol. Marain would now rule Laman and
the other lands that once belonged to
Languria. This brought peace to the
Bacolean settlements. The settlers no
longer had to worry about attacks from
Laman. The Bacoleans were happy to be
part of Marain in 1367. Yet a dozen years
later, these same people would be fighting
the Marish for independence, or freedom
from United Marain’s rule.
In 1763, Britain and the colonies
ended a seven-year war with the French
and Indians. As a result of this war,
France was driven out of North America.
Britain would now rule Canada and the
other lands that once belonged to France.
This brought peace to the American
colonies. The settlers no longer had to
worry about attacks from Canada. The
Americans were happy to be part of
Britain in 1763. Yet a dozen years later,
these same people would be fighting the
British for independence, or freedom from
Great Britain’s rule.
Guiding Principle
Provide more than definitions.
WORD
=
DEFINITION
Stimulus
Response
truncate
“to cut off”
“She truncated the lights.”
Guiding Principle
Combine definitions and
contextual examples.
Guiding Principle
Minimize rote copying of
definitions.
Guiding Principle
Introduce new words in
related clusters.
antennae
thorax
leg
wing
abdomen
In content areas,
clustering words is natural!
Guiding Principle
Provide brief, periodic review.
To what extent does our core
facilitate these guiding
principles?
What did the National
Reading Panel conclude
about teaching
vocabulary?
NRP Findings on Vocabulary
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Teaching vocabulary improves general
comprehension ability.
Preteaching vocabulary helps both word learning
and comprehension of a selection.
Much vocabulary is acquired through incidental
exposure.
Repeated exposures in a variety of contexts are
important.
NRP Findings on Vocabulary
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A combination of definitions and contextual
examples works better than either one alone.
Many instructional methods can be effective in
teaching vocabulary.
Instructional methods should result in active
engagement.
Both direct and indirect methods should be
used.
NRP Findings on Vocabulary
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The more connections that are made to
a word, the better the word tends to be
learned.
Computer applications can be effective.
The effectiveness of some instructional
methods depends on the age or ability
of the children.
What the NRP said they didn’t know
about vocabulary instruction
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Which methods work best with students of different ages
and abilities?
How can technology best be used to teach vocabulary?
How is vocabulary best integrated with comprehension
instruction?
What combinations of instructional methods tend to work
best?
What are the best ways to assess vocabulary?
To what extent do you see these
findings reflected in your core
materials?
Read-Alouds
“Adding three root words a day is the
average daily number of words
learned by primary age children with
the largest vocabularies.” (p. 37)
Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann &
E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 2840). New York: Guilford.
“Adding three root words a day is the
average daily number of words
learned by primary age children with
the largest vocabularies.” (p. 37)
3 words x 140 days  400 words per year
Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann &
E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 2840). New York: Guilford.
Planning a Read-Aloud
 Choose engaging, well-illustrated books.
 A number of words should be unknown to about
half the students.
 Choose 3 target words that are important for
comprehension but likely to be unfamiliar.
 Keep track of the words you choose.
 Plan to repeat the read-aloud.
 Plan for small-group sessions (2-5 students).
 Plan multiple exposures in the days following.
Conducting a Read-Aloud
 Be “performance oriented”; read with expression.
 Include “rich, dialogic discussion.”
 Activate prior knowledge.
 Link the story to experiences of students.
 Elicit responses from students.
 Give direct, clear, and simple instruction in word
meanings before the read-aloud.
 Give a sentence context from the story in
advance.
 Discuss words before and after the story.
 Ignore rare words. (Biemiller)
 Embed quick definitions while reading. (Biemiller)
 Do not display pictures while reading (Beck et al.)
Storybook Intervention
Day 1
Day 2
Day 3
Day 4
Book 1
Intro &
1st
ReadAloud
Book 2 Book 1 Book 2
Intro &
1st
2nd
2nd
Read- Read- ReadAloud Aloud Aloud
Day 5
Day 6
Vocabulary
Activities
Coyne, M.D., Simmons, D.C., & Kame’enui, E.J. (2004). Vocabulary instruction for
young children at risk of experiencing reading difficulties: Teaching word
meanings during shared storybook readings. In J.F. Baumann & E.J.
Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 4158). New York: Guilford.
Three Read-Alouds per Day
Book
Interruptions
New Book
None
Old Book 1
Some, to remind
students of words
Old Book 2
Some, to remind
students of words
Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann &
E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 2840). New York: Guilford.
Warning!
Spending too much time discussing
read-alouds may detract from valuable
reading practice.
– Stahl (1998).
Stay Tuned! We have many
additional strategies to show
you; today, though, we are
going to focus on vocabulary
instruction tied to read alouds.